Sconce Hills Pre-School Playgroup

INSPECTION DETAILS

Inspection Date 16/09/2003 Inspector Name Susan Riley

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SETTING DETAILS

Day Care Type Sessional Day Care Setting Name Sconce Hills Pre School Playgroup Setting Address Christchurch Hall Boundary Road Newark Nottinghamshire NG24 4AJ

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REGISTERED PROVIDER DETAILS

Name The Committee of Sconce Hills Pre School Playgroup

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ORGANISATION DETAILS

Name Sconce Hills Pre School Playgroup Address Christchurch Hall Boundary Road Newark Nottinghamshire NG24 4AJ

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ORGANISATION DETAILS

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998

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ABOUT THE INSPECTION

The purpose of this inspection is to assure government, parents and the public of the quality and standard of day care in accordance with the National Standards for Under Eights Day Care and Childminding; and that the nursery education for funded three and four year old children is of an acceptable quality. Inspection of nursery education also identifies strengths and weaknesses so that providers can improve the quality of educational provision and help children to achieve the early learning goals (elgs) by the end of the Foundation Stage. This inspection report must be made available to all parents. If the setting has been inspected previously, an action plan will have been drawn up to tackle issues identified. This inspection, therefore, must also assess what progress has been made in the implementation of this plan.

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Information about the setting

Sconce Hills Pre-School Playgroup opened in 1966 and is run by a committee of parents. During that time they have operated from three different locations, and are currently based at Christ Church Hall in Newark, serving the local community. The group operates from either the main hall or the lounge, there is access to a kitchen and toilets. There are currently 22 children between the ages of two and half and five years on roll, this includes funded three and four year olds. Children attend a variety of sessions over the week. The group can accommodate children with special needs. The provision is open five days a week during school term time. Sessions last 9.00 until 12.30, apart from Thursday when the session ends at 11:45. Four staff work with the children, one staff member hold an early years qualification, and two of the remaining staff hold certificates in play. The group is a member of the Pre-school Learning Alliance and they receive support from the Nottinghamshire

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Information about the setting

Early Years Development and Childcare Partnership.

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How good is the Day Care?

Sconce Hills Pre-School Playgroup provides good quality care for children under eight years. They have effective procedures in place for appointing and checking staff. There are good registration systems in place. Staff deploy themselves well around the setting and are very clear on their roles and responsibilities. Staff organise and use space well to meet children's needs, the toys and equipment are stimulating and provide sufficient challenge for the children. Records are accessible and stored securely in a confidential manner. Most aspects of documentation are in place. Staff maintain good supervision of children and show a good awareness of safety issues around the setting. Staff actively promote good health and hygiene practices

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How good is the Day Care?

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998 for children. At present there is no staff member with a current first aid certificate. Staff are aware of children's individual dietary requirements and provide healthy mid-morning snacks. All children are valued, included and have access to appropriate toys, resources and equipment. Staff provide many age appropriate activities to meet the needs of all the children, which helps them make progress in all areas of development. Staff show interest in the children, they play, listen and interact well with them. Children are very well behaved, and staff promote good behaviour by encouraging and using manners, showing respect and being polite to all. A warm and welcoming environment is provided for parents and children.

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How good is the Day Care?

Relationships between parents and staff are very good and parents state they are very happy with the care their children receive.

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What has improved since the last inspection?

At the last inspection the playgroup agreed to address a number of actions. They have introduced a keyworker system so that children and parents can relate to a consistent staff member. They have purchased equipment to reflect today's society, to ensure children have access to resources that promote positive images of culture, ethnicity, gender and disability. The staff now use their observations of children to help aid the planning of the activities, this ensures that children are constantly learning and developing. They ensure that children have access to drinking water at all times.

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What is being done well?

• The setting is warm and welcoming to all; children's artwork displayed, information area for parents in the lobby, first names used by all. The premises are clean, well maintained, and the space is well organised to meet children's needs. • Staff provide a stimulating range of activities, allowing children to make decisions, have free choice of resources, play and companions. Children are confident within the setting, they are happy and involved in their play. • Children are very well behaved, staff offer consistent praise and encouragement and present as good role models for children. Appropriate strategies are used by staff in the management of behaviour, as in gentle reminders being given. • Staff interact very well with the children, they place themselves at the activities and play with the children, they listen and extend children's language, they ask questions to make them think. Staff know the children

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What is being done well?

very well and are aware of how to move a child on to their next stage of development.

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What needs to be improved?

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998 • documentation, with reference to a statement of procedures to be followed in the event of a parent failing to collect a child. • staff training, to ensure that one member of staff with a current first aid certificate is on the premises at any one time. • documentation, ensure that the location of injuries are recorded. • documentation, with reference to a policy about the exclusion of children who are ill or infectious.

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CONDITIONS OF REGISTRATION

All registered persons must comply with all conditions of registration included on his/her certificate of registration. As a result of this inspection conditions of registration have been imposed / varied / removed and a new certificate of registration will be issued.

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by the time of the next inspection

Std Recommendation 2 devise a written statement of procedure to be followed if a parents fails to collect a child, 7 develop and implement an action plan detailing how at least one member of staff with a current first aid certificate will be on the premises or on outings at any one time, 7 devise and implement a policy about the exclusion of children who are ill or infectious and make sure parents are made aware of it.

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by the time of the next inspection

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998

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How effective is the nursery education?

Sconce Hills Pre-School Playgroup offers a generally good educational programme for children in a friendly and stimulating environment. The quality of teaching is generally good. There is good interaction between the staff and children, the staff are interested in the children and actively play with them. Staff have high expectation of behaviour and encourage this through lots of positive praise and encouragement. Staff demonstrate a good knowledge of children's individual abilities and stages of development. Staff work well as a team and use the space and resources well to support children's learning. Some staff have a good knowledge and understanding of the Foundation Stage Curriculum. Leadership and management of the setting is generally good. Staff and committee meetings are held on a regular basis to assess current strengths and weaknesses of the provision and develop ways to enhance practice. There is an inclusive approach,

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How effective is the nursery education?

and clear systems to support children with special educational needs. Staff and committee are committed to improving the care and education within the setting. Staff act as good role models for children. The partnership with parents and carers is very good. Staff provide a welcoming atmosphere for parents and children. Parents report that they are very happy with the setting and the educational provision provided and have seen children make progress. They feel that good relationships are in place and that the staff are very approachable. Parents are provided with good information about the setting, although information about the foundation stage curriculum is somewhat limited.

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What is being done well?

• Staff establish positive relationships with children and their carers. • Staff provide a stimulating range of experiences for children, which offer a good balance between adult let and child initiated activities. • Children's personal, social and emotional development is very good; they are happy, confident, interested and eager to learn. • Children's behaviour is good, due to staffs positive praise and encouragement, and in the sensitive manner in which they manage children's behaviour. Children are able to share and take turns.

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What needs to be improved?

• staff's awareness of the early learning goals, • planning, so that assessment records of children are used, to aid planning for the progression of individual children's development,

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What needs to be improved?

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998 • opportunities for children to explore sound in imaginative ways, • information to parents so they are fully aware of the foundation stage curriculum, and the early learning goals.

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What has improved since the last inspection?

The action plan from the previous inspection has been addressed apart from using the information regarding the use of assessments to plan for individual children to progress to the next stage of learning and this is to be carried forward from this inspection. The planning now covers all the six areas of learning to ensure children's all round development. There are now daily opportunities for children to use writing materials to express their own ideas through drawing and writing. Staff have attended training around special needs and are now fully aware of their role in implementing the special needs policy. They have also attended further training and are know skilful in how they question children to make them think for themselves. Parents are now kept well informed and are able to contribute to their children's learning, by the half termly reports and daily discussions with staff.

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What has improved since the last inspection?

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998

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PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT

Judgement: Very Good Children are actively involved in their learning; they show independence in selecting and carrying out activities. They are happy and confident in the setting; they show respect for one another, by taking turns and sharing. Children have good relationships with staff, behaviour is good and manners are encouraged. Some children have very good levels of concentration, they are able to sit and complete tasks. They are developing an awareness of other cultures and the beliefs of others.

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COMMUNICATION, LANGUAGE AND LITERACY

Judgement: Very Good Children are confident with their language, they engage freely in conversations with peers and adults, in discussion time and within their play. Children are confident in making marks and the older children can write their own name. Most children are good at recognising their own name and letters, and they are able to link the sounds of letters well. Children's listening skills are developing, they listen to instructions and are able to sit and listen well to stories.

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MATHEMATICAL DEVELOPMENT

Judgement: Very Good Children are learning well about shape, size and position within the practical activities, they are able to name two and some three-dimensional shapes. Children are confident with numbers and they count reliably up to 10 and beyond with objects and they have a good concept of the numbers themselves. Children are developing the mathematical ideas and methods to solve practical problems through their play. Within their play children are developing an understanding of addition and subtraction.

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KNOWLEDGE AND UNDERSTANDING OF THE WORLD

Judgement: Generally Good Children's designing and making skills are developing well, they are able to construct with purpose using a wide variety of resources. They investigate and are able to describe materials using the full range of their senses. Children notice change; in the weather, when mixing water with cornflour, or in tasting the fruit. Children have a good sense of time and place; they demonstrate this through daily discussions about their lives and experiences.

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PHYSICAL DEVELOPMENT

Judgement: Very Good Children use a wide range of large and small equipment confidently and with increasing control, developing their large and small muscles, and hand eye co-ordination. They move confidently and in safety around the setting. Children show a good awareness of personal space for themselves and of others. Physical play is a daily part of the routine and children are encouraged to be active.

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PHYSICAL DEVELOPMENT

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998

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CREATIVE DEVELOPMENT

Judgement: Generally Good Good opportunities are made for children to explore colour, texture, shape, and space in two and three dimensions. They enjoy their activities and respond in a variety of ways to what they see, hear, taste, touch and feel. Children play imaginatively in a variety of role-play situations. They are familiar with songs and action rhymes, however there are insufficient opportunities for children to respond to, experience, express and communicate their ideas through musical instruments.

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Children's spiritual, moral, social, and cultural development is fostered

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998

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OUTCOME OF THE INSPECTION

The provision is acceptable and is of good quality overall. Children are making generally good progress towards the early learning goals. The next inspection will take place in three to four years time.

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WHAT THE SETTING NEEDS TO DO NEXT: THE KEY ISSUES

• increase staff's knowledge and understanding of the early learning goals, • use the assessment records to aid planning for individual children to progress to the next stage of learning, • increase opportunities for children to respond to, experience, express and communicate their ideas through musical instruments, • ensure parents are provided with more detailed information regarding the foundation stage curriculum.

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WHAT THE SETTING NEEDS TO DO NEXT: THE KEY ISSUES

The provider must draw up an action plan within 40 working days of receipt of this report showing how the key issues detailed above will be addressed. The action plan must be made available to all parents and to the Local Authority if required. An evaluation of the action taken will form part of the next inspection of funded nursery education.

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WHAT THE SETTING NEEDS TO DO NEXT: THE KEY ISSUES

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998

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STANDARD 1 - SUITABLE PERSON

Adults providing day care, looking after children or having unsupervised access to them are suitable to do so.

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STANDARD 2 - ORGANISATION

The registered person meets required adult: child ratios, ensures that training and qualifications requirements are met and organises space and resources to meet the children's needs effectively.

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STANDARD 3 - CARE, LEARNING AND PLAY

The registered person meets children's individual needs and promotes their welfare. They plan and provide activities and play opportunities to develop children's emotional, physical, social and intellectual capabilities.

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STANDARD 4 - PHYSICAL ENVIRONMENT

The premises are safe, secure and suitable for their purpose. They provide adequate space in an appropriate location, are welcoming to children and offer access to the necessary facilities for a range of activities which promote their development.

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STANDARD 5 - EQUIPMENT

Furniture, equipment and toys are provided which are appropriate for their purpose and help to create an accessible and stimulating environment. They are of suitable design and condition, well maintained and conform to safety standards.

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STANDARD 6 - SAFETY

The registered person takes positive steps to promote safety within the setting and on outings and ensures proper precautions are taken to prevent accidents.

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STANDARD 7 - HEALTH

The registered person promotes the good health of children and takes positive steps to prevent the spread of infection and appropriate measures when they are ill.

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STANDARD 8 - FOOD AND DRINK

Children are provided with regular drinks and food in adequate quantities for their needs. Food and drink is properly prepared, nutritious and complies with dietary and religious requirements.

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STANDARD 9 - EQUAL OPPORTUNITIES

The registered person and staff actively promote equality of opportunity and anti-discriminatory practice for all children.

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NEEDS AND DISABILITIES)

The registered person is aware that some children may have special needs and is

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NEEDS AND DISABILITIES)

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998 proactive in ensuring that appropriate action can be taken when such a child is identified or admitted to the provision. Steps are taken to promote the welfare and development of the child within the setting in partnership with the parents and other relevant parties.

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STANDARD 11 - BEHAVIOUR

Adults caring for children in the provision are able to manage a wide range of children's behaviour in a way which promotes their welfare and development.

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STANDARD 12 - WORKING IN PARTNERSHIP WITH PARENTS AND CARERS

The registered person and staff work in partnership with parents and to meet the needs of the children, both individually and as a group. Information is shared.

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STANDARD 13 - CHILD PROTECTION

The registered person complies with local child protection procedures approved by the Area Child Protection Committee and ensures that all adults working and looking after children in the provision are able to put the procedures into practice.

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STANDARD 14 - DOCUMENTATION

Records, policies and procedures which are required for the efficient and safe management of the provision, or to promote the welfare, care and learning of children are maintained. Records about individual children are shared with the child's parent.

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STANDARD 14 - DOCUMENTATION

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000; and Section 122 of the School Standards and Framework Act 1998

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